Photo by Scott Graham on Unsplash
Backward Design and Understanding by Design (UbD)
As the name implies, Backward Design and UbD focus on the idea of starting with the end goal in mind. The following video explains Backward Design in more detail.
This concept is relatable to the programming side of my academic journey, because usually you want to understand the requirements of a program before writing a single line of code. Similarly in learning, having clear outcomes ensures that activities, resources, and assessments all serve a purpose. For example, when I was learning the C# programming language for the first time, I found tutorials that explicitly stated the final goal, such as creating a video game, much more motivating. Knowing what the language could create allowed me to see the power that C# had. Additionally, I could observe how the bigger picture was created with each smaller concept, and I could see my progress towards a meaningful outcome.
Design Thinking
Often when creating software, you need to understand the users’ needs through empathy, prototyping, and iteration, demonstrating how Design Thinking connects with the Software Engineering field. However, when this concept is applied to learning design, the structure shifts towards creating experiences that work for learners and away from simply information delivery.
Learning Outcomes and Bloom’s / SOLO Taxonomies
For me, levels of learning are understood more with Bloom’s taxonomy and its use of action-oriented verbs, which make learning outcomes more direct and concrete. For instance, a weak outcome might be: “Students will understand matrix algebra.” A stronger outcome that aligns with Bloom’s higher levels, would be: “Students will be able to solve complex problems with matrix algebra techniques.”
The stronger outcome is more clear for what is expected of the learners after they complete the course and that the right skills can be measured in the assessments. Overall, clear outcomes encourage students to continue mastering course material instead of superficial memorization, which students may forget shortly after.
You can watch the following video if you want to learn more about writing strong learning outcomes.
Better Learning Design
During my academics so far, I have experienced both surface and deep learning. For example, a common experience I have which relates to surface learning is memorizing formulas before an exam. This strategy has helped me with exams, but many of these past known formulas have since faded from memory. Alternatively, most of my deep learning experiences incorporate the use of a final project instead of a final exam. This design allows students to grasp a greater understanding of course content through applying knowledge, solving problems, and reflecting on conclusions. Refer to the infographic for more detail on the difference between deep and surface learning. Essentially, good learning design highlights doing over passive intake of course material.
Inquiry and Project-Based Learning
Project-Based Learning relates to real-world situations where multiple solutions are possible, not just a single correct answer. This statement encapsulates the main reason why I learn best through Project-Based Learning. It allows you to figure out your own solution to a problem through experimentation, effectively providing more value in the long run. For example, contributing to an open-source project exposed me to real issues, collaboration, and decision-making, which were more valuable learning experiences than solving isolated textbook problems.
Overall, thoughtful learning design requires clear outcomes, empathizing with learners, outlining on solutions, and connecting tasks to meaningful goals. When these principles align, learning becomes transformative.
